實驗室氣氛與學生對科學的態度之關係研究

The Relationship between Laboratory Climate and Students' Attitudes toward Science

蘇懿生(Yih-Sheng Su) ； 黃台珠(Tai-Chu Huang)

《科學教育學刊》 7卷4期 (1999/12) Pp. 393-410

https://doi.org/10.6173/CJSE.1999.0704.05

摘要

本研究嚐試著以實驗室學習環境（實驗室氣氛）的角度來評鑑實驗室教學情境，並以學生「對科學的態度」及「學科學習成就」爲效標，重新評估實驗室教學的重要性。本研究應用SLEI及ATSS工具，分別評量高二學生的實驗室氣氛與對科學的態度，於上學期期末分物理、化學、生物三科分別評量，探究實驗次數、實驗室氣氛其與學生對科學的態度及學和學習成就之間的關係。
研究結果顯示：(l)實驗次數及實驗室氣氛可以預10%至24%學生對科學的態度；(2)對科學的態度、實驗次數及實驗室氣氛等變項合計，可以預測5%至27%學科學習成就；(3)SLH中的「統整性」似乎在實驗室的活動中扮演著關鍵性的角色。

關鍵字

學習環境 ； 實驗室氣氛 ； 對科學的態度

並列摘要

The purpose of this study was to assess the relationship between laboratory learning environment, students' attitudes toward science and academic achievement, the objective of this study is to reevaluate the importance of laboratory teaching. The SLEI and ATSSA instruments were administered to Taiwanese eleventh graders at the end of spring semester in order to evaluat laboratory climate and their attitudes towards physics, chemistry, and biology, respectively. This approach was used to assess the relationship among laboratory climate, frequency of lab-work, students' attitudes toward science, and their academic achievements in science. The primary results were as follows: 1) frequency of lab-work and laboratory climate accounted for between 10% and 24% of students attitudes toward science; 2) students' attitudes toward science, frequency of lab- work, and laboratory climate accounted for between 5% and 27% of academic achievement in science subjects; 3) the 'integration' of SLEI could play a crucial role in laboratory activities.

並列關鍵字

learning environment ； laboratory climate ； attitudes toward science